Cultivating feedback literacy in engineering education and professional practice  

Authors

Stephanie Fuchs
Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America
https://orcid.org/0000-0001-9264-3094
Jennifer Meyer
Centre for Teacher Education, Institute for Teacher Education/Department of Educational Research and Educational Psychology, University of Vienna, Austria
https://orcid.org/0000-0002-5714-3198
Jonathan Butcher
Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America
https://orcid.org/0000-0002-9309-6296
Alexandra Werth
Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America
https://orcid.org/0000-0003-0310-2654
DOI: https://doi.org/10.59490/mt.266.68

Synopsis

Feedback literacy, critical for engineering, is the ability to effectively seek, interpret, use, and provide feedback across complex and diverse stakeholder environments. This chapter explores feedback literacy as a foundational skill that enhances engineering performance across technical and interpersonal domains, examining theoretical foundations and recent developments in feedback literacy theory. While frameworks to evaluate feedback literacy in engineering contexts are in active development, this chapter provides practical implementation strategies for developing these skills through authentic and experiential learning environments, engineering studios, and self-reflection methods. Additionally, we explore how innovations in generative artificial intelligence (AI) tools impact learners’ and educators’ ability to develop feedback literacy skills through improved feedback quality and personalized support. Through systematic curriculum integration that moves beyond simply delivering feedback to students towards approaches that empower students to seek, interpret, and act upon feedback, educators can prepare them for the lifelong learning and adaptability required in modern engineering careers. 

Author Biographies

Stephanie Fuchs, Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America

Fuchs, Stephanie (0000-0001-9264-3094) is an Active Learning Initiatives Postdoctoral Fellow at the Meinig School of Biomedical Engineering at Cornell University in Ithaca, USA. Her research focuses on the implementation of studio pedagogy in biomedical engineering classrooms and investigating the complex feedback dynamics of these spaces.  

Jennifer Meyer, Centre for Teacher Education, Institute for Teacher Education/Department of Educational Research and Educational Psychology, University of Vienna, Austria

Meyer, Jennifer (0000-0002-5714-3198) is an Assistant Professor in the Centre for Teacher Education at the University of Vienna, Austria. Her research focuses on determinants of the effective use of artificial intelligence in education, especially in the context of formative feedback, and students’ individual prerequisites in educational contexts.  

Jonathan Butcher, Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America

Butcher, Jonathan (0000-0002-9309-6296) is a Professor in the Meinig School of Biomedical Engineering at Cornell University in Ithaca, USA. His research focuses on embryonic cardiovascular development and regenerative engineering strategies for heart and valve disease, while implementing BME studio pedagogy to enhance student learning outcomes.

Alexandra Werth, Meinig School of Biomedical Engineering, Cornell Duffield College of Engineering, Cornell University, United States of America

Werth, Alexandra (0000-0003-0310-2654) is an Assistant Professor in the Meinig School of Biomedical Engineering at Cornell University in Ithaca, USA. Her research is dedicated to advancing evidence-based teaching practices and tools to enhance access to and efficacy of authentic learning environments.  

Blue background with SEFI logo and white waves

Downloads

View Chapter PDF

Volume

SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering

Pages

299-320

Published

August 26, 2026

Series

Education series

Categories

Copyright (c) 2026 Gillian Saunders-Smits, Lynn Van den Broeck, Thies Johannsen

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Fuchs, S., Meyer, J., Butcher, J., & Werth, A. (2026). Cultivating feedback literacy in engineering education and professional practice  . In SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 299-320). TU Delft OPEN Books. https://doi.org/10.59490/mt.266.68